Inclusive education policies: official documents, education models and marginality of Deaf students

• Autor(a) principal: de Barros, Adriana Lúcia de Escobar
• Data de Publicação: 2022
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Working Papers em Lingüística (Online)
• Texto Completo: https://periodicos.ufsc.br/index.php/workingpapers/article/view/83587
• topic: Inclusive education policies; Official documents; Education models for Deaf students; Marginality; Políticas de educação inclusiva; Documentos oficiais; Modelos de educação para estudantes; Surdos; Marginalidade

This article aims to broaden the view on inclusive education policies for Deaf students, by revisiting official documents, discussing the Education models for Deaf students and exposing the situation of marginality in which they find themselves. I use the readings of authors, laws and decrees such as, Campos (2013), Silva e Favorito (2009), Lacerda (2006), Kumada (2016), the new Law 14.191 (BRASIL, 2021), Law 10.436/02 (BRASIL, 2002), Decree nº 5626/05 (BRASIL 2005) and the National Policy for Special Education from the Perspective of Inclusive Education (BRASIL, 2008), to theoretically support this research. Although educational policies from the perspective of the inclusive education of Deaf students have ensured their rights, there is a disparity between what the laws assert and the actual school reality of these students. Teachers and the entire school community, generally, are unprepared to act in the teaching process that is adequate for the learning of these students, sentencing them to exclusion and marginality from social practices. The access to quality education of Deaf People is still a challenge for their community and the whole society.